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ERIC Number: ED406346
Record Type: Non-Journal
Publication Date: 1997
Pages: 31
Abstractor: N/A
Reference Count: N/A
Using Performance-Based Assessment To Improve Teacher Education.
Harris, Larry B.; And Others
This paper presents an extensive review of the current literature related to the use of performance-based assessment in the preparation of teachers, and includes references to the Interstate New Teacher Assessment and Support Curriculum (INTASC) and the Arkansas standards for licensure of beginning teachers. The paper also describes the use of performance-based assessment in conjunction with the transformation of the teacher preparation program at the University of Arkansas at Monticello. In this program, students develop professionally as they work in public school settings in eight school districts, teaching and receiving instruction. Professional Development Schools in these districts host the senior year interns. Some performance-based assessment practices used are portfolios, simulations, and interviews. Students also take various sets of national teacher examinations. Performance based assessment will not by itself radically change the products of teacher education programs or improve practice in the schools. Preservice teachers must also demonstrate their knowledge of content and pedagogy, their teaching skills, and their dispositions toward teaching at various stages of their development. The Supervisory Intern Observation Instrument is appended. (Contains 22 references.) (JLS)
Publication Type: Information Analyses; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A